Special Education

Valley to stand out currently that, is called Inclusive Education and not more Special Education, as she was previously called. Brazil possesss 466 155 pupils with deficiency in basic education. About 97% of the deficient pupils they give up to study. The evasion is a mark of Brazilian education as a whole, even so the index of the general abandonment is less scandalous: 74% of the students leave to study from the 15 years. It affirms the secretariat of special education of the MEC. (DUTRA, 2009, P.

421) Clearly that the inclusion demands the transformation of the school, since it defends the admission in the regular education of pupils with any dficits and necessities, remaining to the schools if to adaptarem to the necessities of the pupils. The inclusion finishes for demanding a breaking with the traditional model of education, therefore the inclusion of the PNEES to the society and the development as citizen started to be one of the main tasks of the pertaining to school Units. Although the importance and of the advance in the politics in favor of inclusion, knows that in practical, the many deficient ones that if they find introduced in the regular system of education they remain being isolated of its friends of regular groups e, of certain form, rejected for the school and professors. The deficiency carriers need to be considered, from its potentialities of learning. On this aspect he is easily understandable that the school does not have to fix the defect, valued the abilities that the deficient one does not possess, but in contrast, to work its potentiality, with sights in its development. (PACHECO, 2006, p.33) quotation that: The school loads a culture luggage and to know that they took care of to the one necessities determined time and clientele. If previously, the deficient one was excluded of the society, currently it has its rights guaranteed for law.